We introduce the {\em Atlas Urban Index} (AUI), a metric for measuring urban development computed using Sentinel-2 \citep{spoto2012sentinel2} satellite imagery. Existing approaches, such as the {\em Normalized Difference Built-up Index} (NDBI), often struggle to accurately capture urban development due to factors like atmospheric noise, seasonal variation, and cloud cover. These limitations hinder large-scale monitoring of human development and urbanization. To address these challenges, we propose an approach that leverages {\em Vision-Language Models }(VLMs) to provide a development score for regions. Specifically, we collect a time series of Sentinel-2 images for each region. Then, we further process the images within fixed time windows to get an image with minimal cloud cover, which serves as the representative image for that time window. To ensure consistent scoring, we adopt two strategies: (i) providing the VLM with a curated set of reference images representing different levels of urbanization, and (ii) supplying the most recent past image to both anchor temporal consistency and mitigate cloud-related noise in the current image. Together, these components enable AUI to overcome the challenges of traditional urbanization indices and produce more reliable and stable development scores. Our qualitative experiments on Bangalore suggest that AUI outperforms standard indices such as NDBI.

This study explores the integration of Augmented Intelligence (AuI) in Intelligent Tutoring Systems (ITS) to address challenges in Artificial Intelligence in Education (AIED), including teacher involvement, AI reliability, and resource accessibility. We present MathAIde, an ITS that uses computer vision and AI to correct mathematics exercises from student work photos and provide feedback. The system was designed through a collaborative process involving brainstorming with teachers, high-fidelity prototyping, A/B testing, and a real-world case study. Findings emphasize the importance of a teacher-centered, user-driven approach, where AI suggests remediation alternatives while teachers retain decision-making. Results highlight efficiency, usability, and adoption potential in classroom contexts, particularly in resource-limited environments. The study contributes practical insights into designing ITSs that balance user needs and technological feasibility, while advancing AIED research by demonstrating the effectiveness of a mixed-methods, user-centered approach to implementing AuI in educational technologies.